K-2 Math. Common Core Intervention Activities

Transcription

1 K-2 Math Common Core Intervention Activities Columbus City Schools

2 Table of Contents Counting and Cardinality Know Number Names and Count the Sequence Count to Tell the Number of Objects Compare Numbers Operations and Algebraic Thinking Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Represent and Solve Problems Involving Addition and Subtraction Understand and Apply Properties of Operations and the Relationship Between Addition and Subtraction Add and Subtract Within 20 Work with Addition and Subtraction Equations Work with Equal Groups of Objects to Gain Foundations for Multiplication Number and Operations in Base Ten Work with Numbers to Gain Foundations for Place Value Extend the Counting Sequence Understand Place Value Use Place Value Understanding and Properties of Operations to Add and Subtract Measurement and Data Describe and Compare Measurable Attributes Classify Objects and Count the Number of Objects in Categories Measure Lengths Indirectly and by Iterating Length Units Tell and Write Time Represent and Interpret Data Measure and Estimate Lengths in Standard Units Relate Addition and Subtraction to Length Work with Time and Money Geometry Identify and Describe Shapes Analyze, Compare, Create, and Compose Shapes Reason with Shapes and Their Attributes

3 Counting and Cardinality

4 Around the World Domain: Counting and Cardinality Cluster Statement: Know Number Names and the Count Sequence Number cards to 100 (These may be written on index cards or use numbers big enough for the students to see from a short distance.) The children can be sitting at their assigned seat or in a circle. Have two students that are next to each other stand up. Then show a number on one of the cards. The student that says the number first moves on to the person next to them. If there is a tie, the two students get another number until there is a winner. Continue until all students get a turn or a set time runs out. You can differentiate the numbers being used based on your students level by using numbers up to 20, 50, or 75. You can also do this in a small group setting to make sure students get multiple turns.

5 Counting On Domain: Counting and Cardinality Cluster Statement: Know Number Names and the Count Sequence Numeral Cards (You can use index cards to make your own.) Have students sit in a circle (this can be done small or large group). Choose a student to pick a card from the pile of numeral cards. The next student says the next number and so on until the students get to 100. If a student makes an error in counting, have the next student pick another number from the numeral card pile and start again from that number. You can use lower numeral cards for struggling counters and have them count up to a lower number. Another way to play the game is counting backwards from the number on the numeral card that has been picked by the student. The students can count down to 0 before picking a new numeral card.

6 Matching Card Game Domain: Counting and Cardinality Cluster Statement: Know Number Names and the Count Sequence 2 sets of Number Cards up to 100 A deck of playing cards (2-10 only) Start by putting out 2 sets of numbers 1-10 (20 cards in all) in 4 rows of 5. Have one student flip over 2 cards to see if they match. If the cards match the student keeps them and goes again. If they do not match flip the cards back over and the next student has a turn. Keep playing until all cards are matched. Use different numbers next time you play depending on your student s level. Use the deck of playing cards for students that have difficulty. Lay out 2 of each number in 3 rows of 6. Have a student flip over 2 cards and count the symbols on the cards to see if they match. Keep playing with the same directions as above.

7 Popcorn Counting Domain: Counting and Cardinality Cluster Statement: Know the Number Names and the Count Sequence None Have a small group of students sit in a circle. A student starts by saying 1, then the next student says 2, then the next student says 3, then the next student says 4, and etc When a student gets to a decade number (10, 20, 30, 40, etc ) they pop up and say that number. Continue counting until a student makes an error when counting. You can either play again starting at 1 or stop playing the game. If a student makes an error, you can correct it and keep playing the game. For beginning counters, you can give each student a number line or hundreds chart to follow along as students count.

8 Bears in a Jar Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Colored counting bears Jar Begin with a low number of bears in the jar such as 5. Shake the jar and ask students how many bears there are now? If students need to count the bears, then they do not understand the concept of cardinality. If students respond 5, then they understand cardinality. Continue to practice with different numbers of bears in the jar. After shaking the jar pour bears out and ask how many. Once students consistently respond with the number without recounting then they have mastered cardinality. You could substitute different manipulatives in the jar such as cubes, counters or dot cubes.

9 Dashing Dots Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Dot plates Show a dot plate for only a few seconds. Teacher asks how many? Students need to name the number of dots within a few seconds. Students should begin to recognize patterns quickly. Teacher can have students name one more or one less than on the dot plate shown. Eventually teacher could have students name two more or two less than on the dot plate shown.

10 Dot Cube Subitizing Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Two dot cubes Paper for recording points Students take turns rolling the dot cubes. When the dot cubes stop the student calls out the number of dots within a few seconds. If correct, student gets a point. Second student rolls the dot cubes and calls out number of dots. If correct, that student earns a point. If incorrect, student rolls again. If students have to count the number of dots on the dot cubes they have not mastered subitizing. Continue playing and practicing the skill. Student with most points is the winner. This can also be practiced without playing for points just teaching students to recognize dot patterns.

11 Domino Subitize Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Set of Dominoes Make sure all dominoes are face down on the table. The first student flips over a domino and says the number of dots. If he/she is correct then they keep the domino. The second student flips a domino over and says the number of dots. If correct that student keeps the domino. If student doesn t name correct number of dots then domino remains face down on table. The student with the most dominos at the end is the winner. Try using double-nine dominoes for a challenge.

12 Number Show and Tell Domain: Counting and Cardinality Cluster Statement: Compare Numbers 2 Number cubes (labeled 1-10) Index cards Marker 10 frame Counters Popsicle sticks Three students are needed to play this game. First player rolls the number cube, shows the other players the number, and writes the number on index card. The second player represents the number with popsicle sticks shown as tally marks. The third player represents the number with counters on a ten frame. Players check to make sure all representations are correct. Players can trade and represent numbers in different ways. Play continues until all numbers have been represented. Represent numbers only 1 or 2 ways. For higher levels have students represent 2 digit numbers with beans, sticks or base ten blocks.

13 Number Scale Domain: Counting and Cardinality Cluster Statement: Compare Numbers Number scale Pick a student and have them place a blue weight on each side of the scale. Discuss what happens once the scale stops moving. The side of the scale that is up has the smaller number (lesser than) and the side of the scale that is down is the bigger number (greater than). If the scale stays the same that means the two numbers are equal. Have students write out the numbers and symbol for greater than (>), less than (<), or equal to (=) in a math journal or white board.

14 War Domain: Counting and Cardinality Cluster Statement: Compare Numbers Set of playing cards Distribute even number of cards to each player. First player flips card over, and then player two flips card over. Whoever has the larger number keeps both cards. If both players flip cards over with the same number, then they each flip another card over. Whoever has the larger card keeps all of the cards. Continue play until all cards are used up. You could modify this by having the lower number win.

15 Nifty Number Lines Domain: Counting and Cardinality Cluster Statement: Compare Numbers Laminated number line with numbers from Two number or dot cubes with numbers 1-10 Have students roll the number or dot cube. Have them put a finger on the number rolled. Ask them questions about greater or less than. Ask them how they know? For example 7 is less than ten because it comes before ten on the number line. It s greater than 5 because it comes after 5 on the number line. Discuss relationships between numbers. Five is the middle because it s halfway between 1 and 10. Five and five equals 10. Five is greater than 4, but less than 6 etc. Modify number lines. You can use number lines from 1-5 or 1-20 for higher levels.

16 Operations and Algebraic Thinking

17 Tic-Tac-Toe Tens Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Dry erase board Two different colored dry erase markers Students will practice adding and subtracting by ten in this game. One player designs tic-tac-toe board on dry erase board. The first player writes a 2-digit number in one of the spaces. The second player adds or subtracts one or ten to write a related number in one of the spaces. Each player takes a turn writing in numbers until there is a winner. The winner has three numbers correctly written in a row. For example, The numbers in italics represent those chosen by Student A. The bolded numbers represent those chosen by student B. Allow students to use a hundreds chart as a resource.

18 Sums of Ten Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Playing cards (Ace -10) or numeral cards 0-10 White board Dry erase marker Erasers Students will choose top two cards from deck. They will add the two numbers and if the sum is ten a point is earned. Record points on whiteboard. If the two cards flipped do not equal ten, then no point is earned. Players continue to take turns flipping and adding their two cards. Player with the most points after all cards are flipped wins. You can change the number to fit whatever number bonds the class is focusing on that day.

19 Double Fun Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Paper Crayons or pencil Students will add doubles and identify sums that equal 20 by creating visual representations. Discuss different situations when students may need to double a number. For example, a child may need two teddy bear counters to play a game. How many would two children need? After brainstorming have students draw different animals or objects to create doubles posters. For example for 2 s students could draw two faces with eyes, for 5 s two hands etc. If 20 is too high have students create doubles posters to 10.

20 Domino Fact Families Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart, and Taking From Dominoes set Dry erase board Dry erase marker Students need to record and model fact families. Use dominoes to model the commutative property of addition. For example, show students using dominoes how = 5 and = 5. Give each student a domino with three dots on one side and two dots on the other side. Have students use different dominoes to model various number sentences. Students will record number sentences for at least five facts families under 10. Students could work with fact families under 5 or fact families if they need more challenge.

21 Dominoes Domain: Operations and Algebraic Thinking Cluster Statement: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from Complete set of Dominoes Play dominoes; only change the rules to one more or two more. For example, if a 3 is on the table, the students needs a 4 or 5 to make the play depending on if the rule is one more or two more. This activity should be played in small groups of 3-5. This lesson can be used to teach one less or two less in subtraction too! If students are not familiar with dominoes, start with teaching them the original game first to get them familiar with how to play.

22 Let s Go Back Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Subtraction Unifix cubes Make up a story problem. There were 10 children in line. 3 children went to the office. How many children were left in line? Give each child a 10 Unifix cubes. Have each child count back 3 from 10 and take away 3 cubes. Tell children to count the remaining cubes. Discuss their answer. Try several different story problems using different numbers. Use smaller numbers for students that are beginning subtraction and larger numbers to challenge advanced students. This activity could be done with addition as well by telling students something has joined the group.

23 Race to Twenty Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Addition and Subtraction 2 ten frames for each child Tiles or another type of counter Spinner + or (1 st Grade Numeracy Board Resource Packet, p. 62) 1 dot cube for each student Pencil Paper clip Have each child roll a dot cube and place that number of counters on one of their ten frames. Then each child spins the spinner to determine if the operation is plus or minus. Then they roll the dot cube again to use that number to place or take away counters from their ten frames. Keep rolling the dot cube and spinning until a student reaches 20 exactly. If a student does not have enough counters to take away from their ten frames or tries to add too much to their ten frames, they lose their turn for that round. Younger students can just use one ten frame and call the game Race to Ten. Another differentiation could be to just add using the dot cube and not the spinner. You could also start with 10 or 20 counters and subtract using the number rolled on the dot cube.

24 How Much More Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Addition A cup and counters Put number counters in a line and cover up some with a cup (no more than 18). Have the students count the number of counters they see and then ask them How many counters will I need to make? Lift the cup to show them the counters they need to make the number after students have time to figure out the answer. Use different amounts of counters or use one number with different variations under the cup. Use smaller numbers with struggling students.

25 Construct It Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Addition Work mat Unifix cubes Give each student the same number of Unifix cubes and a work mat. Then have students break the Unifix cubes into two parts. Write down and discuss the different combinations for that number. Make sure to write down all number combinations before moving onto another number. Make sure to use numbers below 10 for struggling students. You can also have advanced students break a number up into more than two parts. For a challenge you can use numbers greater than 10.

26 Are You Ready to Rumble? Domain: Operations in Algebraic Thinking Cluster Statement: Understand and Apply Properties of Operations and the Relationship between Addition and Subtraction Overhead projector/document camera White boards and markers (1 per student) The teacher has the overhead/document camera set up at the front of the class. On it, she writes an addition or subtraction math fact, leaving out the operation sign. For example, 4 5 = 9 or 10 4 = 6 needs to be written on the overhead. Students will write the sign that goes into the math fact on their white boards then turn their white boards over. Next, once the teacher sees that everyone is ready, she says Are you ready to RUMBLE? Students hold up their white boards so that the teacher can see it. Have a student explain their thinking to the class. Repeat! Have students work in pairs and discuss why choose the addition sign or the subtraction sign prior to writing it down.

27 Opposites Domain: Operations and Algebraic Thinking Cluster Statement: Understand and Apply Properties of Operations and the Relationship between Addition and Subtraction Index cards (with addition/subtraction number sentences up thru 10) White dry erase board Dry erase markers Overhead projector/document camera Teacher will create addition/subtraction number sentences on index cards up thru facts of 10. The teacher will pass out white dry erase boards and markers. The teacher will place a number sentence on the overhead projector or Elmo and the students will write a number sentence opposite of what they see. For example; the teacher displays = 6, the students will have to write a subtraction (opposite of addition) number sentence for the same numbers 6 2 = 4 or 6 4 = 2. The student who gets the opposite number sentence correct first will win the card. The teacher will repeat this process using different number sentence cards. At the end of the activity, the student with the most cards wins. This can be done as whole group or small groups up to 5. To challenge your students create addition/ subtraction cards up thru 20. This can also be done with the students showing the teacher the opposite using manipulatives (teddy bears, centimeter cubes, colored tiles) showing part-part-whole or whole-part-part.

28 Flip It Domain: Operations and Algebraic Thinking Cluster Statement: Add and Subtract within 20 A deck of playing cards (remove all the face cards) The teacher will deal out all the cards between both players. The players will then organize their cards in their hands, as many as they can hold, the others will be in a stack in front of them face-down. One player will call out FLIP IT" and at the same time both players will flip a card out of their hand and on to the table face-up. The first player who can add the two cards together correctly will get the set of cards. After all the cards have been flipped, then you can begin a new round. The winner of each round is the player with the most cards. This activity should be done in small groups of 2-3 students. This can be used to teach subtraction and helping the students understand that they have to subtract from the bigger number first. Teacher can choose to work with a smaller amount of cards instead of a whole deck for beginner practice.

29 Dirty Domino Dozens Domain: Operations and Algebraic Thinking Cluster Statement: Add and Subtract within 20 Set of Double-Six Dominoes Play dominoes. Place all dominoes face down so the dots can not be seen. The teacher will flip one domino at random. The first player flips a domino and joins the sets of dots on both dominoes. If the total number of dots on both dominoes equal 12 or a dozen, the player will keep both dominoes. If the total number dots on dominoes do not equal 12 or a dozen, the player will leave them face up on the table. The second player will flip one domino and looks for any face-up domino that could be joined with another face-up domino to make 12 or a dozen. If a combination of 12 or a dozen can be made, the player takes those two dominoes, if 12 or a dozen can not be made, the player will leave those dominoes face-up. Play continues to until all dominoes have been flipped face-up. The winner is the player with the most dominoes at the end. Focus on joining smaller sets of dots to equal numbers such as 4, 6, 8, and 10. For higher level students, have each student write an equation for each of their flips or look for higher combinations up to 20.

30 Bear Fact Family Fun Domain: Operations and Algebraic Thinking Cluster Statement: Add and Subtract Within 20 Bear Fact Resource Page (48 total bears 5-12) Craft sticks Tape Teddy bear counters Cut out the bears and tape each bear on a craft stick. All bears will be placed face down on the table. The first player will choose a bear and flip it over. The other player has to name two numbers that make up the number on the bear s belly (they may use the teddy bear counters to help them decompose the flipped number). The player receives one point for each fact in the fact family that is named correctly. Players take turns choosing bears and naming facts in the fact family. The first player to reach 20 or more points wins. This activity should be done in small groups of 2-5 students. Teacher can choose to work with a smaller amount of bears instead of all 48 bears (ex. 5-10).

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35 Number Line Jump! Domain: Operations and Algebraic Thinking Cluster Statement: Work with Addition and Subtraction Equations Laminated number lines (1-10) Dot cube (one, numbered 1-6) Cards numbered 1-9 Teacher will supply laminated number-lines to the group. The teacher will then pull a card and call out the number. The student will place a colored counter on the number. The teacher will then roll the dot cube and call out that number. The student will jump with his or her finger the number of spaces forward on the number line. The teacher will then ask key questions: What number did we land on? How many spaces did we jump with our finger? Can we write an addition number sentence for these numbers? Repeat with using different number cards and dot cube rolls. This activity should be played in small groups of 3-5. This activity can be used to teach subtraction by moving backwards on the number-line! For groups that are lower start with number-line 1-5 and for group that are higher use number-lines 1-20.

36 What s Missing! Domain: Operations and Algebraic Thinking Cluster Statement: Work with Addition and Subtraction Equations Linking cubes (12 for each player) Dot cubes (Two, numbered 1-6) First player will roll the dot cube, add the two rolls together and then call out the number. All players will then build a tower using the stated number. Once the towers are complete, each student will hold their tower behind their back and break it into two pieces. One at a time, each player will put one piece of their broken tower out in front of them. The other players will try to guess the missing piece. The first one to guess the missing piece correctly gets a point. Once all players have shown their towers, the round is over. Roll a new set of numbers for the next round. When the game is over, the student with the most points wins the game. This activity should be played in small groups of 3 or more. This activity can be used for teaching part-part-whole and subtraction.

37 How Many More Domain: Operations and Algebraic Thinking Cluster Statement: Work with Addition and Subtraction Equations Clear plastic jars Centimeter cubes Teacher will say, Let s count out 3 centimeter cubes and put them in front of us. Students and teachers will count aloud 3 cubes together (1, 2, 3). Next, the teacher and students will place the 3 centimeter cubes in their jar and screw the top on tightly. Then the teacher will ask the students to shake the jar and say, I have 3 cubes in the jar. Teacher will then ask, Can we count on using this jar. Watch. We don t have to count these in the jar, because we already know how many we have, right? Have individual students recall to the teacher how many cubes are in the jar. Now the teacher will ask, If we add one cube, how many do we have altogether? The students will put the cube next to the jar not in it. Without shaking the jar, see if the students can figure out they only have to add 1 to the 3 in the jar. Have the students yell out how many they have now (i.e., I have four. ). Repeat with a different number up to 10. This activity should be played in small groups of 3-5. This activity can be used for teaching part-part-whole and subtraction. For higher level students do number up to 20.

38 Using Addition to Multiply Domain: Operations and Algebraic Thinking Cluster Statement: Work with Equal Groups of Objects to Gain Foundations for Multiplication Colored chips Number cards Give each student 20 colored chips. Explain the link of repeated addition to multiplication. Hold up a number card, for example 3. What is our answer if we double it, 3 + 3? Wait for students to discuss and get a unanimous answer of 6. Explain that they just multiplied 3 2 two groups of 3. Move on to a new number card, skipping the addition step and see if they are able to multiply it by 2. This is best done in small group. Teacher asks a student for answer, if she/he is able to correctly answer then she/he receives the number card. If not, ask the student to check his/her work using the colored chips. The student with the most number cards at the end wins. ** Students can use colored chips to figure out answer. Use larger number cards. Have students multiply by 3 or 4.

39 Multiplication and the Zero Rule Domain: Operations and Algebraic Thinking Cluster Statement: Work with Equal Groups of Objects to Gain Foundations for Multiplication Colored chips Bags Ziploc or brown lunch bags Give each table/group a handful of colored chips and several bags. Teacher models a set number (e.g., 2) in one bag. Then, teacher puts the same number of chips in another bag. Ask the children how many chips we have in both bags. Do the children agree that we have 4 chips altogether? Discuss that we just multiplied 2 chips times 2 bags (2 2). Empty the bags. What would happen if we had 2 bags with 0 chips in each bag? How many chips would we have altogether? Does everyone agree that we would have 0 chips? Discuss that we just multiplied 0 chips times 2 bags (0 2). Repeat this step with 5 bags, 7 bags, and 0 chips. Why do we get the same answer? Is there a number that is staying the same? Use this game to illustrate a variety of multiplication situations (not just zero).

40 Multiplication and the Identity Rule Domain: Operations and Algebraic Thinking Cluster Statement: Work with Equal Groups of Objects to Gain Foundations for Multiplication Colored chips Bags Ziploc or brown lunch bags Explain the identity rule. Give each table or group a handful of colored chips and several bags. Model using one bag and placing chips (e.g., 4) in it. We have 1 bag and 4 chips, how many chips do we have altogether? Make sure everybody agrees on 4. We just multiplied 1 bag 4 chips (1 4). Repeat steps with new numbers and have students follow along with their tables or groups. Discuss what the students noticed and whether they observed any patterns. Make sure all students understand the identity rule. Use this activity to discover other multiplication situations/story problems.

41 Number and Operations in Base Ten

42 Making Twenty Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers to Gain Foundations for Place Value Ten frames, (2 per student) numeral cards Two-color counters Each student needs to have two ten frames. Students draw a number card and construct the number on their ten frames. Teacher asks questions, How far away from ten? How many more to make twenty? Use one ten frame and numeral cards Use three tens frames and numeral cards Have students write down math facts that they discover while using one, two or three tens frames and their two-color counters.

43 Let s Count by Tens! Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers to Gain Foundations for Place Value 100 chart Ten frames Multiple of ten numeral cards Students count to 100 by 10 s while pointing to the numbers on the 100 chart. Student draws a multiple of ten numeral card, counts to that number while laying down a ten frame with each count. When the child is done counting, the teacher asks, How many? How many tens? Have the child note that in the number sixty there are six groups of ten and that the six ten frames show the same as sixty. Focus on numbers ten, twenty and thirty for an introduction. Use numbers thirty to one hundred thirty for an extension, use this as an opportunity to introduce hundreds place value.

44 Creating Groups Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers to Gain Foundations for Place Value Collection of objects up to 20 (cubes, bears, double sided counters) Students count objects in a variety of ways (1 s, 2 s, 5 s, and 10 s). Ask how many groups of each and how many are not in a group. For example, if you have twenty counters, and count them by 5 s, you have four groups of five with zero left over. Try this game with a different number of counters. You can try an odd number for more of a challenge, a smaller number than twenty or a number larger than 20.

45 What is the Number? Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers to Gain Foundations for Place Value Base ten blocks Two-color counters Index cards (3 per group) Crayons (3 per group) Ask children to give an example of ways they can represent an amount by using a word, a number, a tally mark or a model (base ten blocks). Hand out materials and tell students we are going to use the materials to represent the same number in multiple ways. Example: Teacher calls out the number 15. Give blocks to one child in a group, the counters to another, index cards to another and crayons to another child in the group. The two children with blocks and counters show how to make the number 15. The children with the index cards work together to show 15 in three ways (write the number 15, make 15 tally marks and write the word fifteen). The students then check each other s work. Children can grab a handful of counters and represent the number of counters in three ways (word, write the number, use tally marks, use another set of counters, etc.). Have sets of counters around the room. Students rotate to sets of counters, counting each set and writing down the number and number word.

46 Place Value Domain: Number and Operations in Base Ten Cluster Statement: Work with Numbers to Gain Foundations for Place Value. Cuisenaire Rods Place value mats Teacher models representing a number using Cuisenaire rods. Assign a value to each rod (ex: white 1, orange 10). After discussion and working through a few examples together have students work with a partner and build assigned quantities with the Cuisenaire rods. Encourage students to exchange smaller value rods for larger value rod while leaving remaining rods in one place. Simplify by using smaller numbers and challenge with larger numbers.

47 Looking at Place Value Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers to Gain Foundation for Place Value Base ten blocks (20 units and 1 rod per pair) Place value mat Pose this problem: George has 12 oranges in his basket. His friend Kayla didn t know that George had so many oranges. She went to the store and bought 5 more oranges. When Kayla added the 5 oranges to George s basket of 12 oranges, how many oranges did they have in all? How many different ways can you represent or show this number? Introduce the base ten blocks, stating that the block stands for one unit. Have the students make a group of 12 and a group of 5. Tell your students that counting all of the blocks is one way to represent or show how many oranges you have in all. Students count all of the units. Tell your students you can show this problem in a different way. Introduce the rod by saying that it has 10 blocks or units and it is worth 10. Ask your students to replace 10 units with a rod by placing the rod in the tens column on their mat. Make it a point to explain that the 1 in the number 17 represents a group of ten because it is in the tens place. Ask: How many tens are in 12? After you replace 10 units with a rod, have your students count again. Do they come up with the same answer? Why? Use Unifix cubes to represent different numbers. Ask your student to get 14 snap cubes. Have your student count out 10 snap cubes and place them in a small box. Then, count on from 10 to 14. Did the student get the same amount as they did when counting by 1 s?

48 Counting Using Base Ten Symbols Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) White board/maker Or Paper/pencil Projector Using a projector the teacher will display different numbers using base ten symbols (e.g., is 114), and call on students to read the number in two ways, grouping (1 hundred 1 ten and 4 ones) and standard (one hundred fourteen). Students will write symbols and display on either white board or paper. Students can count on together as teacher adds unit to the symbol displayed with projector. With projector, teacher will display how to regroup when ones symbol reaches 10.

49 Constructing a Number Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) Place value mats 100 s, 10 s, & 1 s base ten blocks Teacher will state a number based on students understanding at the moment, and ask them to construct the quantity using the base ten blocks. Once the students have created a number, for example 23, have the students show 23 in a different way. So, if a child uses two tens and 3 ones to represent 23 the first time they might show 23 a different way by using 1 ten and 13 ones. Depending on student understanding, simplify the numbers (up to 50) or challenge the student (up to 1,000).

50 Round Robin Counting Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) Number chart Teacher begins on a given number and points to one student at a time to state the next number in the sequence. Skip count by 2 s, 5 s or 10 s. Have each student count a row or column. Count without the number chart.

51 Constructing a 100 s Chart Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) 100 number charts copied on card stock Scissors Small baggies Teacher will pre-cut 100 s charts either by rows or columns. Each student will receive a baggie and be instructed to put the rows or columns in sequential order, to recreate the 100 chart. To simplify have students work with a couple partners and only use one baggie. Students will work together to construct the 100 chart. You may choose to use a 99 chart, along with the 100 chart for this activity.

52 Building Numbers with a Friend Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting on Sequence (1-120) Base ten mats 100 s, 10 s, & 1 s base ten blocks Number cards (1-100) Students will work with a partner. Number cards will be placed face down in a pile. Students will take turns picking cards, but build the quantity together using the base ten mat and blocks. After teacher assesses work students can continue picking cards and creating numbers. To simplify, use number cards between 1 and 50. To challenge students use number cards between 100 and 1000.

53 What is the Value of That Digit? Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value White boards/markers Base Ten Mat 100 s, 10 s, & 1 s base ten blocks In order for students to complete this task they first must understand base ten symbols (,, ). Teach if needed. Have students build a number using base ten materials. Ask student to write the number and represent the number using the base ten symbols. Call on students to state the number in the hundreds place, tens place, and ones place. Make sure students also state what number represents. For example, if the number is 63, that means that there are 6 groups of ten and 3 ones. Simplify number (1-50) students are building or challenge student with a larger number (100-1,000).

54 Who Has More? Domain: Number and Operations in Base Ten Cluster Statement: Understanding Place Value Place value mats (2 per pair of students) Base ten blocks (rods and block/units) Post-it notes Pencils Read this story to students: John and Ann are best friends who like to collect rocks. John has 34 rocks in his collection and Ann has 68 rocks. Who has more rocks, John or Ann? How do you know? How can you show me? One student in the partnership shows John s rocks using the base ten blocks and the place value mat while the other partner shows Ann s rocks. Next, the students write the numbers of each on a sticky note and place the sticky note below the place value mat that shows their number. On another sticky note, the pair of students decide which is more, draw and place a greater than or less than sign (<, >) in-between the two numbers and corresponding place value mats. Have student pairs do the same for a different set of numbers, 38 and 32. One student shows 38 and the other partner shows 32. Ask the students to compare the number of ones in each number. Compare the ones and then insert the correct symbol (<, >). You may want to practice using the greater than and less than symbols before doing this activity if your students have not had prior experiences using these symbols.

55 Representing Numbers Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Collections of counters in baggies, Small index cards Students count objects and group objects by tens and say the total. On an index card, students record the number of tens and ones and write the symbol (2 tens 8 ones, write 28). Use smaller or larger collections of counters. Create collections of counters in sequential order (20, 21, 22, 23, 24, 25, etc.) and have students place their index cards in a number line.

56 Making Sense of Place Value Terminology Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Collections of counters in baggies, amounts from Students count the objects in their baggie by 1 s. Students state total and their partner double checks their counting. Then, student pairs group objects by tens. Teacher uses both grouping language, talking about how many groups of tens and how many ones followed by 5 tens and 4 ones is fifty-four. Illustrate to the students that 54 is the same as 5 tens and 4 ones. Repeat activity with different collections of counters. Group counters by fives then talk about how many groups of fives make ten.

57 Grouping Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Collection of counters in baggies with amounts White boards/markers Students count their objects and then group by tens. Record the number in groups of tens and ones on white board. Have students hold up white boards to assess that numbers were written correctly. For example: 4 tens and 3 ones. Repeat. Have students create a group of objects for their partner. Use white boards to show groups of tens and ones. Use tally marks to illustrate number in a different way.

58 Counting with Groups of Ten Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Collections of counters in baggies with amounts between Paper with small empty ten frames (10 on each page) Have students count their collections, and then color in that number on the ten frames. For example, if a child counts a collection of 47 bears, they should color in four ten frames and seven on the next ten frame. Ask, How many tens? How many ones? Use collections of objects up to 10 if beginning place value. Have students color in ten frames first then count a collection of objects to match.

59 Count a Different Way Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value None Teacher shows student how to count orally: 34 is 3 tens and 4 ones 35 is 3 tens and 5 ones 36 is 3 tens and 6 ones Students count along with teacher and continue the counting pattern on their own. Students round robin count using this format. Have partners count back and up taking turns, using this format.

60 What is the Quantity? Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Base ten mats 100 s 10 s, & 1 s base ten blocks White boards or paper Overhead Projector/Document camera Teacher displays a number with the base ten blocks placing them on an overhead projector/document camera. Students write the number they think the blocks represent on their white board. Ask students to hold their white boards above their heads to check student answers. Simplify numbers using 1-50, or challenge students with larger numbers 100-1,000.

61 How Many all Together? Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract. Place value mats (one per student) Base ten blocks Paper and pencils Students work with a partner. Read the following story problem to students: Steve needs 20 blocks to play a game. He dumped red blocks and blue blocks on the dining room table and added them together. He counted 15 red blocks and 3 blue blocks. What is the total number of blocks Steve has? Are there enough blocks to play the game? Teacher models on the board as students work with place value mats. One student displays the number 15 and the other the number 3 on their place value mat. Teacher asks questions about which number is in the ones and tens place (how many tens, how many ones). Teacher asks students to combine their numbers to one chart, again asking how many tens and ones now? Teacher helps students understand they just added 15 and 3 together. Teacher writes the problem on board putting numbers in columns and guide how to combine numbers. Students also write the problem on paper and add together. Teacher will write several two-digit addition problems on board. Groups can choose two problems they would like to work on together. They will solve the problem using place value mats and base ten blocks.

62 Subtracting With the Ten Frame Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Small ten frame cards filled from 1-10 (1 set per pair) Review the make ten strategy when adding using one and two ten frames. Challenge students to use the same idea to add on to a two-digit number. You may choose to have students work in pairs. Students first make a two-digit number with the small ten frame cards. They stack up all of the less-than-ten cards and turn them over one at a time. For example, if you have 73 7 and take off 3 to get to 70, then 4 more is 66. Repeat and challenge students to use a different strategy to try to find the strategy that is most efficient. Use one-digit and two-digit numbers.

63 Ordering Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Small ten frames filled from 1-10 (2 sets per pair of students) Filled ten frames (10 per pair of students) Read this problem to your class: Maggie has a set of number cards labeled She counts them and sees that three of the cards are missing. How can Maggie determine which cards are missing? Brainstorm with your class about the different ways Maggie can tell which ten frames are missing. After creating and trying different ways, ask the kids to put the ten frames in sequential order. Have each child touch the tens frames as they say the corresponding number. Have students complete this activity with numbers up to 100. Use Unifix cubes to make numbers 1-30 and put in sequential order. Make sure to group cubes by 10.

64 Let s Subtract without Regrouping Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Base ten blocks Place value mats Read this problem to your students: Jose and Lana are partners for a project. They got 15 markers and their teacher told them to select the 12 that they like the best, then give back the ones that they don t want to use. How many markers should the kids give back to their teacher? Distribute the base ten blocks and the place value mats to the students. Instruct the kids to show the 15 markers with the single units. Ask your students, How many units do you need to exchange it for a rod? Have students exchange their units. Ask, Where on the place value mat should we put the rod? Where should we put the single units? Ask the students to take away the 12 units from the chart, reminding the students that the rod is 10. Ask, How many units are left in the ones column of the place value chart? Complete this activity using markers then, use the base ten blocks to illustrate place value.

65 Let s Subtract with Regrouping Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Base ten blocks Place value mat Read this problem aloud to your students: James has 37 red bouncy balls. He decided to give 8 balls to his friend. How many balls will James have left? Handout base ten blocks to each pair of students along with a place value mat. Instruct the children to show 37 on their place value mats. Write the answer on the board with the math fact. Ask the children to take away or subtract 8 from the rods and units on the place value mats. When the students realize they can t take away 8 from the single units because they only have 7 units in the ones column, ask: Why can t we subtract 8 from the blocks in the ones column on this place value mat? Ask the children to take away one rod from the tens column and replace it with ten ones. Then have them place the ten units in the ones column. Explain to the kids that the value of the total has not changed, recount to reinforce idea. Have students figure out if there are 8 to subtract. Students take away 8 from the 37 units from the ones column. Then have the children figure out the remaining value on the chart of the tens and ones combined. Repeat as needed. Use snap cubes or colored tiles to make the groups of numbers. Then, have the students put the counters into groups of ten. Then subtract with regrouping.

66 Let s Add with Regrouping Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Base ten blocks Place-value mat (2 per pair) Read this problem aloud to your students: David plays basketball for the Irish, his third grade team. He scored 16 points in the first half of the game. He scored 17 points in the second half. How many points did David score during the game? Handout base ten blocks to each pair of students along with two place value Mats. Remind and model for your students that when the ones place value has ten units, the students should exchange the ten units for a rod then move it to the tens column. Write the addition problem in column form on the board or overhead. One student in the pair needs to represent 17 and the other student needs to represent 16. Read this to your students: Let s add these numbers together. Move all of the ones from one chart to the other then move all of the tens from one chart to the other. How many ones are there? How many tens are there? Count the ones, exchange ten ones for a rod and put the rod in the tens place. How many tens and ones do we have all together? Teacher says, 16 blocks added to 17 blocks is the same as 33. Write the answer on the board with the math fact. Use snap cubes or colored tiles to make the groups of numbers. Then, have the students put the counters into groups of ten.

67 Adding With the Ten Frame Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Small ten frame cards Review the make ten strategy when adding using one and two ten frames. Challenge students to use the same idea to add on to a two-digit number. You may choose to have students work in pairs. Students first make a two-digit number with the small ten frame cards. They stack up all of the less-than-ten cards and turn them over one at a time. Together they talk about how to get to the total quickly. Share students strategies with the class. Repeat and challenge students to use a different strategy to try to find the strategy that is most efficient. Use one-digit and two-digit numbers.

68 Subtracting from 100 Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract. Place value mat Counters-chips Dice (you can either use the dice with dot arrangements or blank dice and you write the numeral): One numbered 1-6 Other - cover 4, 5, & 6 dots with sticker. Write 1, 2 & 3. Mini ten frames (filled in) Students work with a partner. The goal of the game is to be the first student to get to zero. Begin with the 100 block in hundreds column. A student rolls the dice and subtracts the sum of dice from 100. Before doing so student will need to trade 100 block for 10 ten frames and place in tens column then student will be able to subtract number. Ex: A 4 and a 2 were rolled, the sum is 6. The student will take 6 away from 100. The student will trade one ten frame for 10 ones. After subtracting 6 from ones column it will leave 9 ten frames in tens column and 4 ones in ones column. Take 100 column away to simplify or add 1,000 column to challenge students.